How to Prepare, Give and Evaluate Training Programs

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Contents
Introduction ................................................................................................................................................ 2
Goals............................................................................................................................................................ 4
My learning wishes.................................................................................................................................. 4
Web conference software, how does it work? ................................................................................. 5
Pre-test ........................................................................................................................................................ 9
How do adults learn? ............................................................................................................................ 10
The cone of learning .......................................................................................................................... 10
Learning styles .................................................................................................................................... 10
The pyramid of adult education ..................................................................................................... 10
The training or lesson plan................................................................................................................... 15
Challenge .................................................................................................................................................. 18
The lecture ................................................................................................................................................ 19
Boost your presentation slides ........................................................................................................... 21
How to hold a quick and effective evaluation................................................................................ 22
Professional training and ethics ......................................................................................................... 24
Posttest ...................................................................................................................................................... 26
Transfer to the work place ................................................................................................................... 27
Action planning ....................................................................................................................................... 29
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Introduction

Training people is the most awesome, as well as terrible profession I know; a job that is
constantly demanding that you perform at peak levels, and pay attention to the group, the
content, and yourself. Although, there are many opportunities to get close to people and to
enjoy moments that are that are touching. At the same time, trainers need to stay at a
distance lead. It is impossible to train at 50%. If you are a trainer, you are going at 100%, you
don’t watch the clock, and you are fully involved. It feels like a roller-coaster, without the
danger of crashing. In what other profession are you able to teach others, and at the same
time, get to know yourself better, and discover parts of yourself you did not know about?
There are terrible parts too. The fact that trainers are constantly confronted with their own
pitfalls it takes a toll on us … every time we prove ourselves to a group. Are we ever finished
learning? Being tired and still having to work because ‘the show must go on’. There are two
sides of the coin and one cannot live without the other. Frequently, the reward is awesome,
and sometimes it hurts. But, who was telling us that learning was a painless event?

In regards to the subject matter expertise of a trainer, it takes a shell of educational know-
how and skills to perform well as a trainer. We are proud that with the help of our sponsors,
we are able to offer this online training program for free.

This program aims to teach you some of the essentials that support you and help you create
motivating and inspiring training sessions. It does not matter if you want to become a trainer,
train on side lines, or if you are an experienced trainer, this online training program will
deliver some valuable learning experiences.
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You may participate in this program in different ways; start reading the binder, and start to work
with some models, and participate in the online session. Or you can read the binder first,
participate online, and then apply it in your workplace. Or you prefer to do the online part first,
study in the e-book, and then apply the things you learned in your work as a trainer. Whatever
you preference is, we hope that this training will accommodate you on your way, at your time,
and wherever you are.

During the online session we will ask participants to participate in polls by giving their opinions or
answering questions online in the chat box. The trainer and co-trainer will present and explain
some models and theory and you will join a pre and post-test through a quiz. The trainers will
give you the opportunity to reflect on the things you learned, and apply it to your work. You
could also use it and convert it into an action plan. There is an option where you can practice
and/or apply the know-how you learned, and ask the trainer for one-on-one feedback.

We wish you a good training and our trainers are looking forward to meet with you during one of
our online sessions.

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Goals
After this online training program you will know:

o How to work with Anymeeting conference software

o How adults learn and what they expect from training

o How to create a training plan

o What didactic methods you are able to choose

o The focus points of an effective lecture

o The ethics of professional trainers

o How to evaluate a training

My learning wishes
During the online registration of this training we will ask you to submit your learning wishes or
burning questions for the trainers during the online session. You can fill in your learning wishes
in the box below and formulate your questions. The trainers will do their utmost to cover your
needs and questions during the online session.

. 


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Note: if want inform the trainer after the registration process about your needs, please email
trainingforthetrainer@gmail.com. They are looking forward to your input!

Web conference software, how does it work?

For the online training, we will use conference software. This software will allow you to attend
the program behind your computer. Our choice for Anymeeting is based on one simple
criterion:

 It’s easy to use. Everyone can work with it.

How does it work? Basically, our trainers will share their computer screen with you wherever
you are. So, you are looking at the computer screen with the trainer. On top of that, you can
hear his/her voice, as well as to join in on some activities like chatting, voting, and answering
questions with your keyboard.

At the same time there are some limitations. The trainers cannot see or hear you! So, the
communication from you to the trainer has to be done via other communication channels like
the chat box, virtual emotions, voting during polls, and typing questions. This will be noticed by
your trainer. This limitation is our choice because it keeps the cost low for you and us.

During every start session, the trainer will give a demo on how to work with the software.
Following, you will read the most important tools you are able to use during the online session.
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Text chat

During the online session, the trainer might invite you to participate in a text chat.

In such situations the trainer will:

 Ask a question regarding a training subject

 Give you some time to think

 Ask for your input/answer in the chat box

The following steps show you how to join the text chat:

 Click on the tab ‘text chat’

 Type in your input / answer

 Select at the ‘send to’ menu > every one

 Press Enter to send

Your answer will pop up on the screen for the trainer and the other participants.
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Showing emotions and give feedback

You can show your emotions and give feedback by clicking on the feedback menu.

The following feedback option will show up:

 I am fine

 I have a question

 Slow down

 Speed up

 Yes / I agree

 No / I disagree
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Interactive polls

During the online session, the trainer will invite you to participate in an interactive poll.

In such situations, the trainer will ask you to answer multiple choice questions or ask your
opinion or input in a poll. The answer of all participants will be displayed on your screen.

Participating in a poll is easy.

Just click on the option of your choice and press the button “submit vote’’

Congratulations! Now you know how to work with the Anymeeting web conference software.
You can ask questions, give feedback to the trainers, join text chats, and participate in polls.
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Pre-test
The following quiz will is a pre-test. Don’t worry if you do not know the answers. At the end of
the program we will give you a post test. Through this, you can check for yourself what you
gained during this training program. Please fill in the blanks

 Adults learn by …………

 The pyramid of adult education is explaining the ………….. of the learner’s expectations

 The core elements of a lesson plan are:

 A………… - B …………. - C. ………. - D…………..

 Give 3 examples of didactical methods you are able to use in a session.

1 …………………………. 2 ……………………………… 3 ……………………………….

 A simple process & product evaluation can be held via the inside of a …….

 A lecture should describe and explain ….… objectively.

 Name 3 elements of the IBCT code of conduct for trainers?

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How do adults learn?

There is an old saying that goes “you can’t teach old dog new tricks”. Whether you believe it
or not, the same principles cannot be applied to humans. In fact, adults can learn as easy as
children, but they have different expectations and learning preferences. As trainers, we need
to take that into consideration. If we create a learning environment that fits in the needs of
adults by planning, communicating and organizing the training in the right way, inspiring
events will be the result.

The conehave
Adults of learning
different learning styles, and they have a set of concrete expectations, as the
following story will show you.
Learning styles
John Wellington, the trainer, asked himself… What is wrong with this group? Normally, he
doesn’t encounter problems like this. He wanted to do a role-play and the group stayed
passive. It took him a lot of effort to convince the group to participate, and during the
feedback after the role-play, they refused to talk about the role-play and wanted to talk
about other situations.

And then Jack! He was constantly dreaming away. Annoying! John had a good discussion with
the group
Leerstijl but he did
test invoegen op not listen. But, later he came up with all kind of advice for the others…
het interner!

And last but not least Patricia. John started with the overview of the program and she was
already
The providing
pyramid Johneducation
of adult with a critical look in her eyes. In a way, her eyes were telling John
‘everything here is wrong’.

This part of the training will teach you how adults learn, what expectations they have, and we
will view inside different learning styles. With this know-how, you’ll be able to prepare
yourself and prevent a lot of unnecessary resistances and troublesome trainees.
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 The cone of experience

The American Professor of Education Edgar Dale discovered that after two weeks, adults tend
to remember more than if we are doing the real thing. Teaching methods that actively involve
participants will let them remember more teaching methods that involve participants passively.

Less retention Reading

Hearing

Seeing
Watching (a demo)

Participating in a Discussion
Giving a Talk

More retention

Figure: The impact of audio/ visual teaching methods visualized in a pyramid.

Derived from the cone of Experience of Edgar Dale (1969)
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The famous Chinese philosopher Confucius (551 BC) was a great example for many teachers. He
was, and still is frequently quoted with the following:

“I see and I forget,

I hear and I remember,
I do and I understand”.

Combining the wisdom from the East and the West, we may conclude in general that adults are
learning by doing.

Andragogy

Malcolm Knowles (1968) might well be considered the founding father of adult learning. He
contrasted the “concept of andragogy”, meaning “the art and science of helping adults learn”
“…with pedagogy, the art and science of helping children learn”. Knowles’ original studies and
writings arose from the assumption that there are significant, identifiable differences between
adult learners and learners under the age of eighteen.

Primarily, the differences, according to Knowles, relate to an adult learner being more self-
directing, having a repertoire of experience, and being internally motivated to learn subject
matter that can be applied immediately – learning that is “closely related to the developmental
tasks of his or her social role”. Andragogy teaches the following about the design of learning
events for adults:

 Adults have the need to know why they are learning something.

 Adults learn through doing.

 Adults are problem-solvers.

 Adults learn best when the subject is of immediate use to them.

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 Learning styles

Learning styles are various approaches or ways of learning. They involve educating methods,
particular to an individual that are presumed to allow that individual to learn best. Most people
prefer an identifiable method of interacting with, taking in, and
processing stimuli or information. Based on this concept, the idea of individualized "learning
styles", originated by David Kolb, acquired popularity in the educational domain.

In the mid 1970’s Peter Honey and Alan Mumford adapted David Kolb’s model for use with a
population of middle/senior managers in business. They published their version of the model
in The Manual of Learning Styles (1982) and Using Your Learning Styles (1983).

Two adaptations were made to Kolb’s experiential model. Firstly, the stages in the cycle were
renamed to accord with managerial experiences of decision making/ problem solving. The
Honey & Mumford stages are:

1 Having an experience

2. Reviewing an experience
4. Planning the next steps

3. Concluding an experience

Secondly, the styles were directly aligned to the stages in the cycle and named Activist
(1), Reflector (2), Theorist (3) and Pragmatist (4). These are assumed to be acquired
preferences that are adaptable, either at will or through changed circumstances, rather than
being fixed personality characteristics.
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 Test your learning style

What is your learning style? We encourage you to discover your learning style online. There are
many websites where you can test your learning style for free. There are even different models
(Kolb, Honey & Mumford, etc.) which you could try as well. Here are some websites where you
can do your test:

 http://www.acceleratedlearning.com/method/test_flash.html

 http://www.personal.psu.edu/bxb11/LSI/LSI.htm (visual, auditory and tactile)

My preference learning style is…

I search & I think

What could I do as a trainer to facilitate a group of trainees with different learning styles?

Search on the internet for ideas you that you could use and/or think of for solutions during the
sessions to accommodate multiple learning styles
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The training or lesson plan

For Ann Wong, a co-trainer, next Wednesday promises to be an exciting day, as she is due to
meet a new training group for the course entitled ‘Project Management with the Balanced
Score Card’.

Mr. Soh Ling San, an experienced trainer in project management, has the entire program
worked out in his mind. He intends to approach the cases in a manner that highlights precisely
the areas where the client, a big multinational in Electronics, would like to see an improvement
in performance. He knows who the two ringleaders are, and intends to keep them apart when
dividing the class into groups, etc.

It is now Tuesday morning. Mr. Soh Ling San unexpectedly was admitted to the hospital. His
colleague trainer Ann visits him at the hospital in the afternoon. Unfortunately, there are no
visitors allowed because of Soh’s critical condition.

Ann, who will stand in for Mr. Soh tomorrow knows that she needs to be at the Hilton Hotel at
Orchard Road in Singapore at 08:30 am tomorrow morning to address an important group of
brand new project managers from Japan...

Everything’s worked out in Soh’s head... But not in the head of Ann!

This part of the course will prepare you how to plan a training session in such a way that you
can handle unexpected situations better.
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A successful training of any type requires proper preparation; it is a task that should not be
taken lightly. It is up to you as the trainer to make learning fun; you should show enthusiasm
and passion, as it were. You owe a commitment to your trainees. It is therefore self-evident
that you should not teach without preparing.

We assume in this part that you have received your determined training goals that you want
your trainees to achieve in their session(s). From the present situation, we have to bridge the
gap towards the learning goals.

In order to bridge the gap between the present situation and the learning goals, the trainer
makes assessments to the teaching-learning situation. Subsequently, the trainer assesses what
has been achieved (using the learning goals as a yardstick!). If what has been achieved does not
correspond to the goals envisaged, then adjustments are required to be made.

A professional trainer asks himself or herself the following essential questions:

 Which goals should the trainees attain in this training component?

 Which facts or aspects do I need to take into account?
 How should the subject matter be arranged or how has it been arranged?
 Which learning activities should the trainees perform?
 What is the most appropriate didactic method?
 Which teaching tools are required?
 How should the trainees be divided into groups?
 Which results have been achieved with the training, the course component or
the training, and how did the teaching or training go?

The trainer owes it to himself or herself and to his or her trainees to script a training and stick
to this plan during the session. This training script is like the blueprint of the training. Long
before the actual training, the trainer has formed a mental image of how to approach the
session, and has anticipated possible reactions and responses from the trainees. The training
plan should, at the very least, deal with the following aspects:

 Timing and phasing of the session

 The learning goals
 The arrangement of the subject matter, in combination with learning activities, didactic
methods, media to be applied and division into groups
 Questions to be asked and assignments to be given during the session
 The manner of product evaluation at the end of the session
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Example of a training plan

Date and time:

Training Title:
Client:
Location details & phone:
Number of trainees:
The general goal is:
The media we need are: leading to a better performance

Timing Content – Learning goals Didactic method Media

The trainer should always evaluate how the training session is going as a whole. The following
questions are relevant in this respect:

 Was I able to execute my plan? Which aspects was I unable to implement? Why?
 Did I take a sufficient account of the present situation encountered at the beginning of
the lesson (e.g. prior knowledge, number of trainees, etc.)?
 If the learning goals were not (entirely) reached, why?
 Did I have a mastery of the subject matter?
 With hindsight, were the chosen learning activities and methods the most appropriate?
 Did I maintain ‘control over the group’?
 Did the use of media go smoothly technique?
 Were the chosen groups appropriate?
 Did I pose enough questions and were the questions satisfactory?
 Did I sufficiently evaluate my training plan during the lesson?

The purpose of this evaluation is to draw lessons for the future. The evaluation enables the
trainer to make changes to his plan so that sessions in the future would be even more effective.
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Challenge
We already know that adults learn by doing. So, here we go!

Draw up your own script for a training session or a workshop and apply what
you have learned. Use the given format to design your own training plan

We promise to coach you on the job!

Send your training plan by e-mail to trainingforthetrainer@gmail.com and we

promise to give you feedback.

Please allow us two weeks to process your work.

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The lecture
What makes you a good lecturer when training?
There is a certain amount of mythology about lecturing, one of the most persistent myths being
that some people are born with an extraordinary flair for lecturing. And, if you are not one of
the fortunate few, then perhaps the best you can hope for is to get through the material you’ve
prepared, with little drama and few problems. Of course, some people are more outgoing and
comfortable presenting to groups than others, but the desired outcome of a lecture is that
people learn, not that they will be entertained.

You might look for more of a performance if you are presenting at a conference or symposium,
so as to engage the audience and make the talk memorable.

Effective lecturing is more a matter of skill than charisma, although, there are some techniques
that can help to make your lectures more enjoyable for those in the audience.

To be a good lecturer, you must:

 present the material in a clear and logical sequence

 make the material accessible, intelligible and meaningful

 cover the subject matter adequately

 offer constructive and helpful criticism

 demonstrate expertise (and authoritarian) knowledge about the subject

 pace the lecture appropriately

 include material not readily accessible in textbooks

 act in a concise manner

 illustrate the practical applications of the theory presented

 show enthusiasm for the subject

 generate curiosity about the lecture material early on in the lecture

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During the lecture as a training method, the trainer will:

 Describe the facts objectively

The trainer describes what is, has been, or will be. He sums up information without mentioning
reasons or providing explanations.

Example

 In a meeting, the meeting chair and minutes fulfill important roles.

 The appropriate order in conflict handling is ...
 The Delphi method can be used to make time estimates of future events.

 Explain facts objectively

The trainer explains why something is the way it is. He may also indicate the reason why certain
facts are ordered or arranged in a particular way. In this manner, the interconnectedness of
facts or phenomena will become apparent to the trainees, so that they acquire better insight
into the subject matter.

Example

The chair of the meeting fulfills an important role, because he steers the discussion and...

 Give a personal opinion

The trainer gives a personal opinion on persons, situations, or events, and substantiates this
opinion as much as possible with arguments and statements of fact. In this manner, the trainer
shows that he has an opinion, which need not, for that matter, correspond with the general
opinion. This will encourage the trainees to form their own opinions and to respect the
opinions of others. However, the trainer should also make sure that by voicing personal
opinions, he does not place himself too much in the foreground to the harm of the course
material. In other words, some circumspection is called for.

Example

 I feel any political party needs an adequate marketing strategy because ...
 I find the manner in which many companies approach this law to be rather unreasonable
because ...
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Boost your presentation slides
As a trainer you’ll probably use software to make slides. With more and more people using
PowerPoint to deliver presentations, we are seeing it used poorly so many times that the
phrase has been spinning around to describe the poor use of the software during a
presentation – "Death by PowerPoint".

Here are few tips in how to avoid "Death by PowerPoint"

 Focus on the content first. What is the message you want to convey? Do you want them
to remember television soap? You may ask yourself these questions if a PowerPoint
slide of the soap is the best medium to use? Maybe a television that is playing a short
part of the television program is more attractive and will convey the message more
effectively.

 Use big letters on slides that everybody in the back of the room can read. Check it
before you start. Letter size 24 and bigger are most of the time good to read.

 Use contrasting colors for the background and the letters. Many times the colors look
fine on the computer monitor, but when projected, they change. No projector will truly
show the colors the same way. The best contrast combination that we have found is to
use a medium to dark blue background with yellow or white text, or a white or pastel
tinted background with black or dark blue letters.

 Avoid publishing complete novels on a slide! Apply the 7 x 7 rule: Do not use more than
7 lines in a slide. And, do not use more than seven words in a line.

 Combine the bullet points with a picture. Sometimes, one picture can tell more about
something than 1000 words.
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How to hold a quick and effective evaluation
Why evaluation?

In general terms, the following reasons are why we should evaluate training programs:

 To justify the existence of the training department / trainer

 To determine whether to continue or stop a program

 To collect information on how we can improve the training programs

 To determine if we can achieve customer satisfaction

In times of a recession, training people are frequently the first to go. From this perspective, it is
wise to evaluate your program well and gather enough information to demonstrate the value
added to the organization by its training. Start with the evaluation now, because when you
need the results, it might be too late…

Evaluation and the four levels

Donald Kirkpatrick is Professor Emeritus of the University of Wisconsin in North America and a
past president of the American Society for Training and Development (ASTD). He is best known
for creating a highly influential model for the training evaluation, consisting of four levels of
learning evaluation. Kirkpatrick's ideas were first published in 1959, in a series of articles in
the US Training and Development Journal, but they are better known from a book he published
in 1975 entitled, "Evaluating Training Programs".

The four levels of Kirkpatrick's evaluation model essentially measures:

 Reaction of trainee - what they thought and felt about the training

 Learning - the resulting increase in knowledge or capability

 Behavior - extent of behavior and capability improvement and implementation/

application

 Results - the effects on the business or environment resulting from the trainee's
performance
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All levels of evaluation are important. Sometimes people skip the level 1 evaluation because it
doesn't directly relate to learning. However, if the trainee is distracted by something in the
learning experience, his or her ability to learn can be impacted. Levels 3 and 4 are the most
important because a difference in behavior is what we usually strive for in training. Levels 1 and
2 should be measured to make sure nothing gets in the way of the training itself.

Tips for evaluation

In his book ‘Evaluating training programs’, the author, Donald Kirkpatrick gives the following tips for the
evaluation of training programs:

1. Determine what you want to find out

2. Develop standards

3. Ask for honest and frank feedback

4. Encourage written comments & suggestions

5. Get as much feedback as you can in the shortest possible time

6. Strive for 100% immediate response

In his book "Evaluating Training Programs" - ISBN 1-57675-042-6 - you can find many models and forms
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Professional training and ethics

Why are ethics important for trainers?

Today more than ever, the media is filled with stories of corporate scandals and ethical
dilemmas in organizations. These stories often reflect poorly on the organizations and
individuals involved which not only brings ethics to the forefront of the public's attention, but
also provides you, the trainer, and an opportunity to think about ethical issues related to your
own areas of practice. Trainers switch frequently in roles during their work, and many hazy
situations or dilemma’s may occur. Following are a few major dilemmas:

 Professional integrity versus meeting the interest of clients

 Personal involvement versus a certain business standoffish attitude

 Clearness about his or her own interest and competence versus hazy responsibilities

An ethical compass
To deal with dilemmas, professional associations like the Foundation of International Board of
Certified Trainers have developed a compass that guides you when you encounter a difficult
situation. Following, you will find the code of conduct that members of the IBCT board use in
their work as Human Resource Development professionals.
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Code of conduct of the IBCT

This code of professional conduct signifies a commitment by members to the obligation of self-
discipline above and beyond the requirements of the law. It notifies the public that members
will maintain a high level of ethics and professional service, and proclaims that, in return for the
faith that the public places in them, the members accept the obligation to conduct their
practice in a way that will be beneficial to society.
The Board enforces this code by receiving and investigating all complaints of violations, and by
taking disciplinary action, including the revocation of a certificate against any member who
personally is found to be guilty of code violation or who, as a professional employee, or officer
of a training consulting organization, is found to be willfully supporting a practice of code
violation. In the final analysis however, it is the desire for the respect and confidence of the
profession, and of society that should motivate the trainer to maintain the highest possible
ethical conduct. The loss of that respect and confidence is the ultimate sanction. Members or
Associated Members which don't comply with the behavioral code will be removed from the
directory, after investigation has confirmed the deviant behavior.
The professional attitude
The reliance of managers of private and public institutions based on the advice of trainers
imposes on the profession an obligation to maintain high standards of integrity and
competence. In recognition of the public interest and their obligation to the profession,
members must agree to comply with the following articles of professional responsibility.

 Exercise independence of thought and action

 Hold the affairs of their clients in strict confidence
 Strive continuously to improve their professional skills
 Advance professional standards of training
 Uphold the honor and dignity of the profession
 Maintain high standards of personal conduct
 Strive to balance the own interest and the interest of the clients.
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Post test
As promised, you below find the post test quiz to check what you have gained from the online training
program. Please fill in the blanks and compare your answers with the correct answers during the
online session.

 Adults learn by …………

 The pyramid of adult education is explaining the ………….. of the learner’s expectations

 The core elements of a lesson plan are:

 A………… - B …………. - C. ………. - D…………..

 Give 3 examples of didactical methods you are able to use in a session.

1 …………………………. 2 ……………………………… 3 ……………………………….

 A simple process & product evaluation can be held via the inside of a …….

 A lecture should describe and explain ….… objectively.

 Name 3 elements of the IBCT code of conduct for trainers?

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Transfer to the work place

The questions in, ‘the circles of reflection & transfer’ below are intended to draw your attention
to the most important pieces of advice and learning moments put forward in this training
component. They will help you determine how to apply the most relevant aspects in your work
situation.

During this part of the training, we have dealt with theory, and you have participated during the
training assignments. For some, this may all have been new and alien to you, while for others, it
may have provided new insights into a familiar work situation. Every participant has a different
background. Consequently, everyone will have perceived this learning situation differently.

In the circles, you can indicate your own learning experiences. What effect has this training
component had on you? What have you learned? What have you noticed? What have you
learned about yourself? What have you learned from others?

In the action circle, you can note down things that you would like to change (cf. transfer) or
improve in your own work situation, and how you intend to go about this. After the training,
the development circles can be of help in assessing what you have achieved during the training
experience.

During the training
‘I have learned…’ Use this intro to describe
what you feel you have learned during this
training.
Useful at work
‘I can apply what I have learned in the
following work situations…’ Specify in
which work situations you are able to apply
the achieved learning goal described in the
‘training circle’. Use the above introductory
phrases.
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In the following ‘circles of reflection & transfer’, the circles have, by way of example, been
completed. It was filled in by a training officer at an HRM department who took part in general
communication training.

During the training Useful at work

‘I have learned…’ ‘I can apply what I have learned in the

following work situations…’
1. To listen, summarize & ask detailed 1. When I attend meetings and conduct
questions before I respond recruitment interviews
2. That I should face people when 2. During interviews, coaching and
giving feedback; training sessions
; 3. Even so at home with the kids

Now complete the following circles below.

During the training Useful at work

‘I have learned…’ ‘I can apply what I have learned in the

following work situations…’
 
 
 
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Action planning
How can you convert the learning yield of this training to the workplace? How to achieve an
improvement that will create a positive impact at your workplace? Out of all your learning
moments you may choose some for implementation. Following you’ll find some standard
examples. Please feel free to fill in your own ideas.

Action Points of interest Who could be Done

my coach and before
support me?

Make a training plan for the -Use learning goals My trainer …../….
…………………………….. training -Learn by doing

Improve presentation slides of the -7 x 7 rule

……………………………. training -Visualize My ………… …../….
-Plan it in Outlook for
Week# ……

Propose to use the evaluation -What are the My …… …../….

form based on a 5 point scale in Standards?
the next discussion of progress -Copies for everyone

…
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 Advertisement

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 Teachers & corporate trainers

 Training materials and programs

 Training centers

Participants of the online training / webinar on ‘how to prepare, give and evaluate a
program’ may apply as associate member of the Board via TrainingfortheTrainer with a
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Apply now at www.trainingforthetrainer.com/#!ibct 30

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Answers of the quiz are:

 Doing

 Socio-emotional side

 Time, content and goals, didactic method and media

 Good answers are: lecture, case, role-play, simulation game, group assignment, etc.

 Participant’s name card

 Facts

∞
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